Friday February 27th (Blue and Red) Monday March 2nd (Tan)
Focus: To what extent did different marginalized groups move up the social hierarchy and gain greater equality in the U.S.?
Activities:
1. Present projects to class- Using notes you took in class and attached handouts use information to complete reflection paper (see worksheet under homework)
2. Red only- course selection conversation
Homework:
Reflection Paper due Tuesday March 10th (all classes)
Monday February 23rd- Thursday February 26th (All Classes)
Discussed how to prepare for Junior Thesis Interviews and signed up for Junior Thesis Interviews- see master schedule under "Home page"- IF you are absent you NEED TO SET UP A TIME TO HAVE YOUR INTERVIEW.
Focus: To what extent did different marginalized groups move up the social hierarchy and gain greater equality in the U.S.?
Activities:
1. All classes worked in assigned groups to complete the attached project
February 5th- February 13th
Work on Junior Thesis
Junior Thesis Due- 2/13
Half Day- Wednesday February 4th- All classes get back Junior Thesis
Class # 17 - Thursday January 27th (Red and Blue) Wednesday February 4th (Tan) Focus: To what extent do the non-violent tactics of the Civil Rights Movement succeed in gaining greater equality for African Americans?
Activities: 1. Finish going over chart 2. Watch Black Panther Section of Eyes on the Prize and take notes 3. Meet in groups to start an evaluation of Equality and Hierarchy for African Americans
Homework: See last page of JT reader and begin to work on Packaging requirements
Class #16:Monday January 26th (Red and Blue) Thursday January 27th (Tan) Focus: To what extent do the non-violent tactics of the Civil Rights Movement succeed in gaining greater equality for African Americans?
Activities: 1. Went over chart on the various movements during the civil rights movement
2. Took additional notes on organization and effectiveness of movement
Homework: Work on Editing JT
Thursday 1/22- I updated Powerschool- see your most recent Equality and Hierarchy test assessment- If grade is below 40/50 you can complete test correction sheet- Come into school tomorrow Friday 1/23 to complete them.
Class # 15: Friday January 16th All classes
Equality and Hierarchy Assessment Went over footnotes for Junior Thesis- See link on Junior Thesis page regarding inserting and appropriately citing a source within a source.
Class # 14: Tuesday January 13th (Blue) Wednesday January 14th (Tan and Red)
Activities:
1. Finish comparison of African American Experiences
2. Watch Tuskegee Airmen and complete video guide on page 90 of reader
Class # 13: Monday January 12th (Blue and Tan) Tuesday January 13th (Red)
Focus:
Analyze the treatment of African American in the North and South during the early 1900's
Activities:
1. Spend 10 minutes completing Chicago Race Riots and complete first two columns of p. 76
2. Share out the columns and complete t-chart on p. 77
3. Begin going over Comparison of African American Experiences during WWI and WWII- homework from class 11
Homework:
JT checkpoint # 9 (Annotated Bibliography)- Red - Wednesday 1/14 Blue & Tan- Thursday 1/15 Test- 1/16
Class #12: Thursday January 8th (Blue) Friday January 9 (Tan and Blue)
Focus:
Analyze the treatment of African Americans in the North and South in the early 1900's.
Activities:
1. Collect Detailed Outlines
2. Go over library website- Available databases
3. Begin reading through Chicago Race Riots (page 4 of Rage for Order)
Homework:
JT checkpoint # 9 (Annotated Bibliography)- Red - Wednesday 1/14 Blue & Tan- Thursday 1/15 Test on Friday 1/16- All Classes
Class #11: Tuesday January 6th (Tan and Blue) Thursday January 8th (Red)
Focus:
Booker T. Washington and WEB DuBois:
- Analyze which of these methods/strategies was most effective in achieving greater legal and societal equality?
Activities:
1. Complete the t-chart listed on the board comparing strategies of Washington V. DuBois-
2. Complete "final evaluation" page 4 and answer question- Briefly discuss
3. Read page 60 of Goldenrod
4. Watch clip on Great Migration and WWI (if you are absent click on link below- need a password to access link- see library wikispace and retrieve login and password for Discovery Education) African American Experience in North
Homework:
Checkpoint # 8 "Detailed Outline" Due on Friday 1/9- For all classes - Blue Block drops but must drop off by 2:40
Comparing African American Experiences ( Due Monday 1/12- Tan and Blue) (Due Tuesday 1/13- Red)
Class # 10: Monday January 5th (Tan and Blue) Tuesday January 6th (Red)
Focus Question:
Booker T. Washington and WEB Dubois-
- To identify the strategies implemented by these men.
- Analyze which of these methods/strategies was most effective in achieving greater legal and societal equality?
Activities:
1. Go over Checkpoint # 8- Due Friday and answer questions
2. Go over "Establishing Context"- as a class
4. Copy t-chart notes from board- comparing strategies
Homework:
Checkpoint # 8 "Detailed Outline" Due on Friday 1/9- For all classes - Blue Block drops but must drop off by 2:40
Monday December 22 and Tuesday December 23rd
All Classes Junior Thesis workdays.
Learned how to access journal articles
Homework:
JT Checkpoint # 8 (Due All Classes Friday 1/9)
Class # 9: Thursday 12/18 (Red) Friday 12/19 (Blue and Red)
Focus:
To what extent was the Reconstruction era successful in achieving more freedoms for African Americans?
Activities:
1. Finish rotations to complete chart (listed under # 3 of class 8)
2. Progressive Era: WEB DuBois V. Booker T Washington
Homework:
JT Checkpoint # 7
Due Monday 12/22- Red and Blue
Due Tuesday 12/23- Tan
Bring JT materials
Blue- Monday 12/22- JT workday
Tan and Red- Tuesday 12/23
Class # 8: Wednesday 12/17 (Red and Blue) Thursday 12/18 (Tan)
Focus:
To what extent was the Reconstruction era successful in achieving more freedoms for African Americans?
Activities:
1. African American Rights- Reconstruction
2. During Class- Slide #2- Read the various primary sources on freed slave perspective on freedom- discuss
3. Divide up and share out homework from last night- complete attached chart
Homework:
Read both the readings on WEB DuBois and Booker T Washington and answer only the questions highlighted in class
"Describe the persons background" and "What position on Civil Rights? Use specific information from ABC-CLIO?"
JT Checkpoint # 7- Red and Blue (monday) Tan (Tuesday)
Junior Thesis Workdays-
Class # 7: Tuesday 12/16- All Classes
Focus:
Evaluate Abolitionist movement.
Activities:
1. Go over homework reader pages Frederick Douglass Speech (4:02-6:05)- pages 17-19 Frederick Douglass Speech
2. Go over slide # 11+14- Abolition Powerpoint
3. Hand out claims created by groups and find evidence that best supports claim- submitted by group for grade
Homework:
Read assigned section of slide # 4 in Reconstruction powerpoint- gather information and take notes to prepare for next class.
a. identify who is responsible b. what did act/agency/amendment do?
Junior Thesis Checkpoint # 7Research Question and Thesis Statement and Note CardsHomework: Refine your research question and revise thesis statement. Create an additional 5 note cards that contain historical claims, primary sources or statistics. Do not create note cards with historical facts.To help in this process, review your note cards and reevaluate your evidence. Graded Product: Refined research question, thesis statement, and 5 additional note cards.
Class # 6: Monday 12/15 (Tan and Blue) Friday 12/12 (Red)
Focus:
Evaluate the effectiveness of the Abolition Movement.
Activities:
1. Rotate around sharing out information on various abolitionists.
2. In groups answer questions from powerpoint ●What types of people were involved in the abolitionist movement? ●What methods did members of the abolitionist movement use and which were more effective? ●How did membership of the abolitionist movement increase the political voice of women? ●What does the abolition movement highlight about equality & hierarchy for African Americans at this time? oWhat forces are African Americans working against? 3. In groups, create a claim about the abolitionist movement
Homework:
JT Checkpoint #6- Due Tuesday 12/16
Class # 5: Thursday 12/11 (Blue) Friday 12/12 (Red and Tan)
Focus:
How did the Abolition Movement work to end slavery?
Evaluate the effectiveness of the Abolition Movement.
Homework:
Due next class- Read and annotate pages 17-19 Frederick Douglass, "The Meaning of July Fourth for the Negro"
Due Tuesday 12/16 Research Question, Preliminary Thesis Statement and Note Cards Refine your research question and type possible 2-3 thesis statements. To help in this process, review your note cards and reevaluate your evidence and reasons. Create an additional 10 note cards that contain historical claims, primary sources or statistics. Graded Product: Refined research question, 2-3 preliminary thesis statements and 10 additional note cards.
Class # 4: Tuesday 12/9 (Blue and Tan) Thursday 12/11 (Red)
Focus: How did America boast freedom while simultaneously protecting the institution of slavery?
Activities:
1. Powerpoin7- Abolition Movement- see powerpoint in class # 3
2. Read through Pro-Slavery handout and annotate what were the justifications for slavery
Slide 7- in groups we will examine the attached document that showed viewpoints that were in support of slavery and answer questions
Homework:
JT # 5 Due (Red and Blue) Thursday 12/11 Tan (Friday 12/12 Research Question, Bibliography, and Note Cards Homework: Identify and refine the one question that will drive your research. Make certain that there are enough resources available for your research—a lack or over-abundance of resources may mean you should pick a different question. Gather more sources on your focus, including relevant primary sources and scholarly secondary sources. Type your research question and bibliography to bring to class. Create an additional 10 note cards that contain historical claims, primary sources or statistics. Graded Product: Typed research question, bibliography and an additional 10 note cards
Class # 3:Friday 12/5 (Blue) Monday 12/8 (Tan and Red)
Focus: Gaining insight into the equality and hierarchy theme
Activities:
1. Read through overview- p. 1 of reader and visual page 2
2. Go over vocabulary completed Monday and Tuesday before break (see class # 1 for handout)
3. Complete questions on page 9 of Reader while watching clip from Episode Two- Race Power of Illusion
4. Abolition Movement- begin powerpoint
Homework:
1. Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
2. JT # 5 Due (Red and Blue) Thursday 12/11 Tan (Friday 12/12 Research Question, Bibliography, and Note Cards Homework: Identify and refine the one question that will drive your research. Make certain that there are enough resources available for your research—a lack or over-abundance of resources may mean you should pick a different question. Gather more sources on your focus, including relevant primary sources and scholarly secondary sources. Type your research question and bibliography to bring to class. Create an additional 10 note cards that contain historical claims, primary sources or statistics. Graded Product: Typed research question, bibliography and an additional 10 note cards
JUNIOR THESIS WORKDAY All Classes Thursday 12/4
1. JT assignment # 4 is due.
2. Use the block to get notecards and monographs checked
3. Conference with Mrs. B around topic
4. Reading block and taking notes.
Homework:
1. Complete"Profiles for the Abolitionist Movement"- page 12 of reader- using the attached link complete research to address questions listed under "Task Two"
(Blue- Due Friday 12/5) (Tan- Due Monday 12/8) (Red - will complete in class on Friday 12/5)
2. Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
Class #2: Wednesday 12/3 (Blue and Tan) Friday 12/5 (Red) (TUESDAY RED- MRS. B ABSENT BUT YOU NEEDED TO HAVE GRABBED A COPY OF THE FONER READING AND ANSWER QUESTIONS IN READER ON PAGES 1-2)
Focus:
To understand definitions associated with this unit.
To understand the social forces at work pushing marginalized groups to the periphery at the founding.
Activities:
1. Mrs. B continued to conference with the remaining students regarding their focus worksheets
2. Work on finishing up definitions
3. Assign "Profiles for the Abolitionist Movement"- page 12 of reader- using the attached link complete research to address questions listed under "Task Two" Abolitionist Information
Homework:
Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
Due Thursday 12/4- Junior Thesis Checkpoint #4 Choose one area from your focus worksheet; read and explore new information about your focus. Bring 3 monographs and 25 notecards. Five of your notecards should have historical claims that address your focus with you to class.
Class # 1: Monday November 24th (Blue and Tan) Tuesday November 25th (Red)
Focus: Gaining insight into Equality and Hierarchy Theme.
Activities:
1. Tan and Red Only- Hand in informative text
2. Mrs. Bartels will teach the how to properly format notecards as 25 are due the Thursday we get back from Thanksgiving Break
2. Complete Focus Worksheet and Meet with Mrs. B for a brief check in on status of JT
Homework:
Due Thursday 12/4- Junior Thesis Checkpoint #4 Choose one area from your focus worksheet; read and explore new information about your focus. Bring 3 monographs and 25 notecards. Five of your notecards should have historical claims that address your focus with you to class.
Tuesday March 3rd (Tan and Blue)
1. Course selection- Blue and Tan
2. Presentations
Homework:
Reflection Paper due Tuesday March 10th (all classes)
Using new reader - see Unit Four "Individualism and Collectivism for Electronic copy" complete attached worksheet
Friday February 27th (Blue and Red) Monday March 2nd (Tan)
Focus:
To what extent did different marginalized groups move up the social hierarchy and gain greater equality in the U.S.?
Activities:
1. Present projects to class- Using notes you took in class and attached handouts use information to complete reflection paper (see worksheet under homework)
2. Red only- course selection conversation
Homework:
Reflection Paper due Tuesday March 10th (all classes)
Using new reader - see Unit Four "Individualism and Collectivism for Electronic copy" complete attached worksheet
Monday February 23rd- Thursday February 26th (All Classes)
Discussed how to prepare for Junior Thesis Interviews and signed up for Junior Thesis Interviews- see master schedule under "Home page"- IF you are absent you NEED TO SET UP A TIME TO HAVE YOUR INTERVIEW.
Focus:
To what extent did different marginalized groups move up the social hierarchy and gain greater equality in the U.S.?
Activities:
1. All classes worked in assigned groups to complete the attached project
February 5th- February 13th
Work on Junior Thesis
Junior Thesis Due- 2/13
Half Day- Wednesday February 4th- All classes get back Junior Thesis
Class # 17 - Thursday January 27th (Red and Blue) Wednesday February 4th (Tan)
Focus:
To what extent do the non-violent tactics of the Civil Rights Movement succeed in gaining greater equality for African Americans?
Activities:
1. Finish going over chart
2. Watch Black Panther Section of Eyes on the Prize and take notes
3. Meet in groups to start an evaluation of Equality and Hierarchy for African Americans
Homework: See last page of JT reader and begin to work on Packaging requirements
Class #16:Monday January 26th (Red and Blue) Thursday January 27th (Tan)
Focus:
To what extent do the non-violent tactics of the Civil Rights Movement succeed in gaining greater equality for African Americans?
Activities:
1. Went over chart on the various movements during the civil rights movement
2. Took additional notes on organization and effectiveness of movement
Homework:
Work on Editing JT
Thursday 1/22- I updated Powerschool- see your most recent Equality and Hierarchy test assessment- If grade is below 40/50 you can complete test correction sheet- Come into school tomorrow Friday 1/23 to complete them.
Class # 15: Friday January 16th All classes
Equality and Hierarchy Assessment
Went over footnotes for Junior Thesis- See link on Junior Thesis page regarding inserting and appropriately citing a source within a source.
Class # 14: Tuesday January 13th (Blue) Wednesday January 14th (Tan and Red)
Activities:
1. Finish comparison of African American Experiences
2. Watch Tuskegee Airmen and complete video guide on page 90 of reader
Homework:
Annotated Bib
Test on Friday 1/16
Class # 13: Monday January 12th (Blue and Tan) Tuesday January 13th (Red)
Focus:
Analyze the treatment of African American in the North and South during the early 1900's
Activities:
1. Spend 10 minutes completing Chicago Race Riots and complete first two columns of p. 76
2. Share out the columns and complete t-chart on p. 77
3. Begin going over Comparison of African American Experiences during WWI and WWII- homework from class 11
Homework:
JT checkpoint # 9 (Annotated Bibliography)- Red - Wednesday 1/14 Blue & Tan- Thursday 1/15
Test- 1/16
Class #12: Thursday January 8th (Blue) Friday January 9 (Tan and Blue)
Focus:
Analyze the treatment of African Americans in the North and South in the early 1900's.
Activities:
1. Collect Detailed Outlines
2. Go over library website- Available databases
3. Begin reading through Chicago Race Riots (page 4 of Rage for Order)
Homework:
JT checkpoint # 9 (Annotated Bibliography)- Red - Wednesday 1/14 Blue & Tan- Thursday 1/15
Test on Friday 1/16- All Classes
Class #11: Tuesday January 6th (Tan and Blue) Thursday January 8th (Red)
Focus:
Booker T. Washington and WEB DuBois:
- Analyze which of these methods/strategies was most effective in achieving greater legal and societal equality?
Activities:
1. Complete the t-chart listed on the board comparing strategies of Washington V. DuBois-
2. Complete "final evaluation" page 4 and answer question- Briefly discuss
3. Read page 60 of Goldenrod
4. Watch clip on Great Migration and WWI (if you are absent click on link below- need a password to access link- see library wikispace and retrieve login and password for Discovery Education)
African American Experience in North
Homework:
Checkpoint # 8 "Detailed Outline" Due on Friday 1/9- For all classes - Blue Block drops but must drop off by 2:40
Comparing African American Experiences ( Due Monday 1/12- Tan and Blue) (Due Tuesday 1/13- Red)
Test Friday January 16th- all classes
Class # 10: Monday January 5th (Tan and Blue) Tuesday January 6th (Red)
Focus Question:
Booker T. Washington and WEB Dubois-
- To identify the strategies implemented by these men.
- Analyze which of these methods/strategies was most effective in achieving greater legal and societal equality?
Activities:
1. Go over Checkpoint # 8- Due Friday and answer questions
2. Go over "Establishing Context"- as a class
3. Read DuBois V. Washington (See attached handout) - Compare strategies
4. Copy t-chart notes from board- comparing strategies
Homework:
Checkpoint # 8 "Detailed Outline" Due on Friday 1/9- For all classes - Blue Block drops but must drop off by 2:40
Monday December 22 and Tuesday December 23rd
All Classes Junior Thesis workdays.
Learned how to access journal articles
Homework:
JT Checkpoint # 8 (Due All Classes Friday 1/9)
Class # 9: Thursday 12/18 (Red) Friday 12/19 (Blue and Red)
Focus:
To what extent was the Reconstruction era successful in achieving more freedoms for African Americans?
Activities:
1. Finish rotations to complete chart (listed under # 3 of class 8)
2. Progressive Era: WEB DuBois V. Booker T Washington
Homework:
JT Checkpoint # 7
Due Monday 12/22- Red and Blue
Due Tuesday 12/23- Tan
Bring JT materials
Blue- Monday 12/22- JT workday
Tan and Red- Tuesday 12/23
Class # 8: Wednesday 12/17 (Red and Blue) Thursday 12/18 (Tan)
Focus:
To what extent was the Reconstruction era successful in achieving more freedoms for African Americans?
Activities:
1. African American Rights- Reconstruction
2. During Class- Slide #2- Read the various primary sources on freed slave perspective on freedom- discuss
3. Divide up and share out homework from last night- complete attached chart
Homework:
Read both the readings on WEB DuBois and Booker T Washington and answer only the questions highlighted in class
"Describe the persons background" and "What position on Civil Rights? Use specific information from ABC-CLIO?"
JT Checkpoint # 7- Red and Blue (monday) Tan (Tuesday)
Junior Thesis Workdays-
Class # 7: Tuesday 12/16- All Classes
Focus:
Evaluate Abolitionist movement.
Activities:
1. Go over homework reader pages Frederick Douglass Speech (4:02-6:05)- pages 17-19
Frederick Douglass Speech
2. Go over slide # 11+14- Abolition Powerpoint
3. Hand out claims created by groups and find evidence that best supports claim- submitted by group for grade
Homework:
Read assigned section of slide # 4 in Reconstruction powerpoint- gather information and take notes to prepare for next class.
a. identify who is responsible b. what did act/agency/amendment do?
Junior Thesis Checkpoint # 7Research Question and Thesis Statement and Note CardsHomework: Refine your research question and revise thesis statement. Create an additional 5 note cards that contain historical claims, primary sources or statistics. Do not create note cards with historical facts.To help in this process, review your note cards and reevaluate your evidence.
Graded Product: Refined research question, thesis statement, and 5 additional note cards.
Class # 6: Monday 12/15 (Tan and Blue) Friday 12/12 (Red)
Focus:
Evaluate the effectiveness of the Abolition Movement.
Activities:
1. Rotate around sharing out information on various abolitionists.
2. In groups answer questions from powerpoint
●What types of people were involved in the abolitionist movement?
●What methods did members of the abolitionist movement use and which were more effective?
●How did membership of the abolitionist movement increase the political voice of women?
●What does the abolition movement highlight about equality & hierarchy for African Americans at this time?
oWhat forces are African Americans working against?
3. In groups, create a claim about the abolitionist movement
Homework:
JT Checkpoint #6- Due Tuesday 12/16Class # 5: Thursday 12/11 (Blue) Friday 12/12 (Red and Tan)
Focus:
How did the Abolition Movement work to end slavery?
Evaluate the effectiveness of the Abolition Movement.
Activities:
1. Share out Pro-Slavery Argument
2. Finish Powerpoint
3. Abolitionist Discussion
Homework:
Due next class- Read and annotate pages 17-19 Frederick Douglass, "The Meaning of July Fourth for the Negro"
Due Tuesday 12/16
Research Question, Preliminary Thesis Statement and Note Cards
Refine your research question and type possible 2-3 thesis statements. To help in this process, review your note cards and reevaluate your evidence and reasons. Create an additional 10 note cards that contain historical claims, primary sources or statistics.
Graded Product: Refined research question, 2-3 preliminary thesis statements and 10 additional note cards.
Class # 4: Tuesday 12/9 (Blue and Tan) Thursday 12/11 (Red)
Focus: How did America boast freedom while simultaneously protecting the institution of slavery?
Activities:
1. Powerpoin7- Abolition Movement- see powerpoint in class # 3
2. Read through Pro-Slavery handout and annotate what were the justifications for slavery
Slide 7- in groups we will examine the attached document that showed viewpoints that were in support of slavery and answer questions
Homework:
JT # 5 Due (Red and Blue) Thursday 12/11 Tan (Friday 12/12
Research Question, Bibliography, and Note Cards
Homework: Identify and refine the one question that will drive your research. Make certain that there are enough resources available for your research—a lack or over-abundance of resources may mean you should pick a different question. Gather more sources on your focus, including relevant primary sources and scholarly secondary sources. Type your research question and bibliography to bring to class. Create an additional 10 note cards that contain historical claims, primary sources or statistics.
Graded Product: Typed research question, bibliography and an additional 10 note cards
Class # 3: Friday 12/5 (Blue) Monday 12/8 (Tan and Red)
Focus: Gaining insight into the equality and hierarchy theme
Activities:
1. Read through overview- p. 1 of reader and visual page 2
2. Go over vocabulary completed Monday and Tuesday before break (see class # 1 for handout)
3. Complete questions on page 9 of Reader while watching clip from Episode Two- Race Power of Illusion
4. Abolition Movement- begin powerpoint
Homework:
1. Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
2. JT # 5 Due (Red and Blue) Thursday 12/11 Tan (Friday 12/12
Research Question, Bibliography, and Note Cards
Homework: Identify and refine the one question that will drive your research. Make certain that there are enough resources available for your research—a lack or over-abundance of resources may mean you should pick a different question. Gather more sources on your focus, including relevant primary sources and scholarly secondary sources. Type your research question and bibliography to bring to class. Create an additional 10 note cards that contain historical claims, primary sources or statistics.
Graded Product: Typed research question, bibliography and an additional 10 note cards
JUNIOR THESIS WORKDAY All Classes Thursday 12/4
1. JT assignment # 4 is due.
2. Use the block to get notecards and monographs checked
3. Conference with Mrs. B around topic
4. Reading block and taking notes.
Homework:
1. Complete"Profiles for the Abolitionist Movement"- page 12 of reader- using the attached link complete research to address questions listed under "Task Two"
(Blue- Due Friday 12/5) (Tan- Due Monday 12/8) (Red - will complete in class on Friday 12/5)
2. Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
Class #2: Wednesday 12/3 (Blue and Tan) Friday 12/5 (Red)
(TUESDAY RED- MRS. B ABSENT BUT YOU NEEDED TO HAVE GRABBED A COPY OF THE FONER READING AND ANSWER QUESTIONS IN READER ON PAGES 1-2)
Focus:
To understand definitions associated with this unit.
To understand the social forces at work pushing marginalized groups to the periphery at the founding.
Activities:
1. Mrs. B continued to conference with the remaining students regarding their focus worksheets
2. Work on finishing up definitions
3. Assign "Profiles for the Abolitionist Movement"- page 12 of reader- using the attached link complete research to address questions listed under "Task Two"
Abolitionist Information
Homework:
Due: (Tan and Red- Monday 12/7 Blue Tuesday 12/8)
Read attached article From To Call it Freedom- chapter- "The Story of American Freedom" and answer the questions on pages 1+2 in reader
Due Thursday 12/4- Junior Thesis Checkpoint #4
Choose one area from your focus worksheet; read and explore new information about your focus. Bring 3 monographs and 25 notecards. Five of your notecards should have historical claims that address your focus with you to class.
Class # 1: Monday November 24th (Blue and Tan) Tuesday November 25th (Red)
Focus: Gaining insight into Equality and Hierarchy Theme.
Activities:
1. Tan and Red Only- Hand in informative text
2. Mrs. Bartels will teach the how to properly format notecards as 25 are due the Thursday we get back from Thanksgiving Break
2. Complete Focus Worksheet and Meet with Mrs. B for a brief check in on status of JT
3. While check in are going on- work with partner and complete attached worksheet regarding definitions for this unit
Homework:
Due Thursday 12/4- Junior Thesis Checkpoint #4
Choose one area from your focus worksheet; read and explore new information about your focus. Bring 3 monographs and 25 notecards. Five of your notecards should have historical claims that address your focus with you to class.